Guro Ako - Teacher Talks



Daily Lesson LogSchoolBERNARDO ONDO MEMORIAL ELEMENTARY SCHOOLGrade:3TeacherLIONELL G. DE SAGUNLearning Area:MAPEHDate / Time:JUNE 12 -16, 2017 / 2:40 -3:20Quarter:FirstMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYI OBJECTIVESContent StandardDemonstrates understanding of the basic concepts of rhythm.Demonstrates understanding of lines,texture,shapes and depth,contrast (size, texture) through drawing.Demonstrates understanding of body shapes and body actions in preparation for various movement activities.Demonstrates understanding of the importance of nutritional guidelines and balanced diet in good nutrition and health.Performance StandardPerform simple ostinato patterns/simple rhythmic accompaniments on classroom instruments and other sound sources to a given song.Creates an artwork of people in the province/region.Performs body shapes and actions properly.Consistently demonstrates good decision-making skills in making food choices.Learning Competency/sMaintain a steady beat when chanting, walking, tapping,clapping and/or playing musical instrumentsMU3RH-Ib-h-2Distinguishes the size ofpersons in the drawing,to indicate its distance from the viewer..Describe the proper way of bending and stretching to improve flexibility 2.Execute correct bending and stretching to improve body posture 3.Enjoy a pair activity for fitness and funPE3BM-Ia-b-1Identify nutritional problems- undernutrition- Describe the characteristics, signs and symptoms, and effects of thevarious forms of malnutrition - undernutrition, specifically protein-energymalnutrition.H3N-Icd-13/ H3N-Ief-14II CONTENTMoving with the BeatSizes of Persons in the DrawingLET’S MOVE AND BE FLEXIBLE! Form of malnutrition: Undernutritiona. Protein-Energy Malnutrition (PEM)III. LEARNING RESOURCESA. ReferencesMusic Time Teacher’s Manual(Lower Primary) p. 143(Upper Primary) p. 136TGs and LMs Gr. 2, Enhancing Skills through MAPEDepEd (2013). K to 12 Health curriculum guide. Pasig: DepEd.Friedman, D.P., Stine, CC., & Whalen, S. (2005). Lifetime health.NY: Holt, Rinehart & Winston.National Nutrition Council (2013). Nutrition is key. Retrieved from (2009). Nutrition in emergencies. Retrieved from. Teacher’s Guide Pages6-8CG p.22 of 93216-222355-3572. Learner’s Materials pages7-12238-245414-4163. Text book pages4. Additional Materials from Learning ResourcesCD/CD Playerchart of rhythmic patternsimprovised rhythmic instrumentsActivity card, pictures, flashcardsPencil and crayonsB. Other Learning ResourcesIV. PROCEDURESA. Reviewing previous lesson or presenting the new lesson1. Drilla. Tonal Drill ( s – so , m – mi )b. Rhythmic Drill2. ReviewSing “Ang Alaga Kong Pusa” while tapping the steadybeat of the song.Sizes of PersonsA. Routinary Activities:1. Checking of attendance and PE uniform (appropriate attire for physical activities)2. Warm-up activities1. Say: We will play a Word Association game. I will write a word and calla pupil who will quickly give a related word..B. Establishing a purpose for the lessonB. Lesson Proper1. MotivationShow the cla What is the man doing?(the man is building a house/fixing the roof)What do we call the man who builds a house?What is his occupation? (carpenter)What does a carpenter do? (A carpenter builds houses.)Aside from houses, what other things does he do?(He makes tables, cabinets, and chairs)ss a picture of a carpenter.What did you notice if you are far apart from the objects you looking at?Ask your pupils to recall the different body shapes and actions and perform these.2. Write “Malnutrition” on the board and call a pupil who will give a wordrelated to “malnutrition” as fast as possible. Call about five children. Ifthere are doubts about the relationship of the words, ask the pupil toexplain how the word is relatedC. Presenting Examples/instances of new lesson“Mang Kiko” (chant)Do the following activities:a. Clap/tap the beat of “Mang Kiko”.b. Clap/tap the beat while chanting.c. Do other movements such as walking andmarching at different speeds while chanting toshow and feel the steady beat.Show pictures of a person with different sizes?Ask the pupils to sing the song Magtanim ay Di Biro with actionsActivity 1: A Story of Two Children1. Tell the pupils that they are going to read two stories aboutmalnutrition.2. Let the pupils read the stories silently.3. Ask the pupils to answer the questions orally after each story.D. Discussing new concepts and practicing new skills #1What is the chant all about?(It is about a carpenter making a chair.)What did you do to show the pulse of “Mang Kiko”?(We tapped, clapped, marched, and walked.)We used different movements while chanting to show thepulse. These movements can be fast or slow.How were you able to maintain the pulse whilesinging/chanting?(by continuously moving to the regular beat up to the end ofthe song)What are the different sizes of persons into its positions?(Note to teacher: Do the warm–up activities here) (The procedure should be delivered in MTB) Activity 1: Ready Get Set Go Directions: Group the class into four columns. Ask the pupils to do the following positions.The pupils must wait for the teacher’s Go signal and freeze for five seconds. Groups who did the positions correctly will move 1 step forward until a group reaches the finish line. (Note to the teacher: Use the following commands).4. Let the pupils recall the nutrients they learned in Grade 2.Have a guessing game.Divide the class into small groups. Tell the groups to guess the name ofthe nutrient after you will write its first letter on the board. Let the groupstake turns in answering.Write the beginning letters of the nutrients:P: ProteinC: CarbohydratesD: FatsV: VitaminsM: MineralsOnce the pupils have identifies the correct word, complete the wordon the board and ask the pupils to read it aloud.E. Discussing new concepts and practicing new skills #2What body parts are used in bending and stretching? How did you do it? 5. Recall with the pupils the functions of the food nutrients:Which is the body-building nutrient?Which are the energy-giving nutrients?Which are the body regulating nutrients?Once the correct answer have been given, write the functions on theboard and let the class read it aloud.6. Ask: What does M lack in her diet?What does K lack in his diet?7. Write the phrase “Protein-energy malnutrition” on the board and tellthe pupils that it is a kind of undernutrition where there is lack of bodybuildingand energy-giving nutrients in the diet.F. Developing mastery(Leads to Formative Assessment)G. Finding Practical applications of concepts and skillsGroup the class into 5. Let the pupils practice steady beatsusing the song “Colors at School”. Ask the pupils to do thefollowing:Art ActivityTravelogue Directions: Group pupils into three big groups or small groups with 3 members each.Ask them to perform the activity written on the activity cards. As the teacher claps each group will transfer to the next base in a counter-clockwise manner.What did you learned today?H. Making generalizations and abstractions about the lessonWhat is steady beat?(Steady Beat is the pulse we feel in music. It can be slow orfast.)We use movements to show the pulse in music likemarching, tapping, clapping, walking, and playing musicalinstrument. - What makes a person seems so small or big in the picture?Bending and stretching are movements that improve flexibility. The proper way of doing these movements can prevent injury. A flexible person can do many movements safely and assume good posture at all times. I. Evaluating LearningSee page TG-page 8Put a check in the correct box.Use rubrics to assess their performance. See page TG-page 222Let the pupils answer Let’s Check on LMJ. Additional activities for application or remediationBring improvised musical instruments for the next lesson.Cut a pictures of different sizes of people.A.Practice the different exercises learned.B. List down five walking movements using body shapes.Divide the class into small groups and assign to bring different kinds of food rich in vitamins.V. REMARKSVI. REFLECTIONA. No. of learners who earned 80% on the formative assessmentB. No. of Learners who require additional activities for remediationC. Did the remedial lessons work? No. of learners who have caught up with the lesson.D. No. of learners who continue to require remediationE. Which of my teaching strategies worked well? Why did these work?F. What difficulties did I encounter which my principal or supervisor can help me solve?G. What innovation or localized materials did I use/discover which I wish to share with other teachers? ................
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